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There are several elements to becoming a teacher in solidarity that have emerged from my research and, more importantly, the research of the myriad scholars of color who have so generously taught me over the years and are cited throughout this book. While working toward caring solidarity with students, it is important to consider that there will always be an ebb and flow in this journey, and each individual is different in their growth and their situation.

This framework is for teachers who are looking for a way to move toward solidarity with students and for researchers looking for a way to describe teachers who work in solidarity with students. It was created to be both descriptive and aspirational. It can be used to describe teachers in the field who are currently working in caring solidarity with their students, and it can be used to train or develop teachers with intentions toward caring solidarity.

Caring solidarity builds upon current frameworks such as Culturally Sustaining Pedagogy (Paris & Alim, 2017) and abolitionist pedagogy (Love, 2019c) and is a way to map a journey for White teachers toward those pedagogies. Everyone starts from somewhere. The path is winding and long, but the goal, to create an equitable and humane classroom, is worth the trip. The purpose of this framework is to point the way.

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The term teacher candidate is used throughout to refer to university students enrolled in a teacher education program or during student teaching. Other names used in the literature are teachers in training or preservice teachers. This wording is an attempt to avoid confusion when referring to “students” in a pre-K–12 context.